Reading and Writing Practices in Early Childhood Education

Abstract

This work presents a discussion about the importance of reading and writing in early childhood education for the development of children’s intellectual, cognitive and emotional capabilities within the school environment. To this end, the objective is to analyze how students read and write through the activities covered by the educator and how their methodologies are worked to develop writing and reading habits in students. The theoretical foundation is based on authors such as Brasil (2017), Cagliari (2001), Freire (1996), Libâneo (2000), Martins (2001), Martinelli (2008), Oliveira (2007), Perreiras (2009), Solé (1998), Souza (2009), Vieira (2004), and Zilberman (1999), who deal with the importance of reading and writing for the social development of their skills within the act of reading and writing. Where they emphasize that the family environment is very important for the student, as it is through reading and writing that the child is able to establish better communication and socialization in the school and family environment in order to build their vision based on reality. It is worth adding that most teachers are adapting to a new teaching model, as innovation has the power to contribute better to teaching students according to their needs. In this process, the school’s educational community, above all, must always be looking for ways to provide quality and equitable education, and must address content according to the needs of each student. In view of the above, reading and writing should be seen as a process of cultural and intellectual development for basic education students, especially in the early years.